Tag Archives: complexity & education

Education for an Emerging Society

Posted on May 8, 2014 by Giorgio Bertini

“Social evolution is showing us some interesting patterns in the behaviour of our society. It seems that we have in some ways trapped ourselves within the structures that we have created. Throughout the brief history of the educational systems typical … Continue reading →

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Educating far from Equilibrium: Chaos Philosophy and the Quest for Complexity in Education

Posted on April 23, 2014 by Giorgio Bertini

It would be futile, John Dewey argued in 1902, to think that we have to choose between child centered, progressive education and traditional, subject-matter-oriented approaches. Calling for adaptivity, he stressed that we need the act of balancing the one with … Continue reading →

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Beyond Teaching Methods: A Complexity Approach

Posted on April 23, 2014 by Giorgio Bertini

A complexivist perspective to teaching critiques the commonplace teaching “methods” and illuminates alternative approaches to teaching and teacher preparation. Focusing on system growth, the mutual influence of systems on one another, and nonlinear connectedness of systems, this paper defines four … Continue reading →

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Dr. Edgar Morin: Seven Complex Lessons in Education

Posted on November 3, 2013 by Giorgio Bertini

Dr. Edgar Morin, an eminent sociologist and philosopher, discusses his work on Seven Complex Lessons in Education for the Future, addressing themes related to knowledge, identity and shared global challenges. “It is essential to teach and learn and see the … Continue reading →

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Complexity Theory and the Philosophy of Education

Posted on April 10, 2013 by Giorgio Bertini

Complexity theory offers some useful insights into the nature of continuity and change and is thus of considerable interest in both the philosophical and practical understanding of educational and institutional change. Complexity theory’s notion of emergence implies that, given a … Continue reading →

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Rethinking Schooling through the “logic” of Emergence

Posted on November 7, 2011 by Giorgio Bertini

But if education is educational precisely because it shapes the subjectivity of those being educated then it is impossible to distinguish this conception of education from planned enculturation or training. It would seem, therefore, that if we want to separate … Continue reading →